• Communications of Mathematical Education
• /
• v.35 no.1
• /
• pp.75-96
• /
• 2021

This study aims to drive the implications for the structure of mathematics curriculum documents in Korea, exploring the coherence in the documental structure of the IB DP mathematics curriculum, which is gaining international attention. The documents of the IB DP mathematics curriculum were analyzed based on the coherence of external and internal structures. First, the curriculum was consistently described by subject and topic, presenting the table of contents and structure of the documents in the same format. Second, the descriptions of the curriculum between subjects and within the subjects were consistent through the same composition of the subject and assessment methods, the presentation of big ideas, and 'Guidance, clarification and syllabus links'. Third, in 'Connections', the curriculum documents were described with coherence through linking with other subjects by describing the connection plan with the real-world contexts, other subjects, and the 'Theory of Knowledge' in the IB curriculum. Based on these findings and implications for the concreteness and consistency of the components in mathematics curriculum documents, we propose the coherence between the presentation of subject areas and assessment methods of the revised curriculum, and the implementation of coherence in documental structure through links with other subjects.

• Journal of the Korean School Mathematics Society
• /
• v.8 no.2
• /
• pp.223-248
• /
• 2005

This study is to survey and analyze the opinion of teachers about the relevance of educational content in the 7th mathematics curriculum. For the purpose of this study, we analyze the result of the questionnaire survey which consists in the question about the relevance(Quantity, level, validity) of educational content in the 7th mathematics curriculum. 515 elementary school teachers, 314 middle school teachers, and 323 high school teachers are participated in this survey. 75 percent of elementary school teachers think that the educational quantity must be reduced for the relevance of educational content. So do 50 percent of secondary school teachers. Both of them think that the number of topic must be reduced for the relevance. In special, this study shows that the response rate about the object which is related with interest is very low compared with any other mathematics education objects. So, it is necessary to pay more attention to the object which is related with interest.

• Communications of Mathematical Education
• /
• v.31 no.2
• /
• pp.123-138
• /
• 2017

It is necessary to examine how operation and management of instruction in school field be affected by the curriculum. This study examines the actual conditions of instruction provided by teachers while expecting to be adjusted the curriculum with respect to the consideration given to individual student needs and regional specialization by focusing on the subject of mathematics. Ultimately, the purpose of this study is to assess and expect how well mathematics instruction would be being conducted in accordance with the goals of the curriculum. Furthermore, while reflecting the experimental result on teachers' opinions of the previous curriculum, this study suggests alternatives and supporting plans so that at the teacher level the curriculum might be successfully implemented.

• Journal of Educational Research in Mathematics
• /
• v.20 no.4
• /
• pp.445-458
• /
• 2010

This study intends to investigate the process of the development of quantity concept and how to deal with the quantity calculus in elementary school, and to find out the implication for improving the curriculum and mathematics textbooks of Korea. There had been the binary Greek categories of discrete number and continuous magnitude in quantity concept, but by the Stevin's introduction of decimal, the unification of these notions became complete. As a result of analyzing of the curriculum and mathematics textbooks of Korea, there is a tendency to disregard the teaching of quantity and its calculus compared to the other countries. Especially multiplication and division of quantity is seldom treated in elementary mathematics textbooks. So these should be reconsidered in order to seek the direction for improvement of mathematic teaching. And Korea's textbooks need the emphasis on the quantity calculus and on constructing quantity concept.

• Communications of Mathematical Education
• /
• v.14
• /
• pp.197-215
• /
• 2001

최근 수학적 사고력 연구가 구체적 수학내용에 기반한 활동과 조작에 대한 연구보다는 활동이나 조작을 통한 결과로 수학적 사고력에 접근하는 일회성 연구로 이루어지는 경향이 있다. 본고에서는 교육 내용을 선정하기 위해 학교수학에서 아동들이 어떤 수학적 사고를 하는데 장애을 겪는지에 주목하여, 이러한 장애를 극복하는 것을 통해 수학적 사고력의 신장을 생각해보고자 하였다. 이에 대수에서는 문자도입에 따른 추상적 상징의 수용과 이용부분에서, 기하에서는 논증기하의 증명도입과정에서 형식적, 연역적 사고 시작으로 아동이 수학적 사고에 어려움을 겪는다는 사살에 주목하였다. 특히 논증 기하의 연역적, 형식적 증명은 논리와 추론이 바탕이 되어야 한다. 그런데 논리와 추론은 고등학교 1학년과정 집합과 명제부분에 들어있어 아동은 논리와 추론에 대한 어떤 경험도, 교육도 받지 않은 상태에서 증명을 하게 된다. 이에 교육 내용으로 수학적 사고력을 신장을 위해 가장 필요한 내용이 논증 기하가 도입되기 이전에 초등학교 5,6학년 아동을 대상으로한 논리와 추론교육이라고 본다. 또한 교육 방법으로는 컴퓨터를 이용한 교육공학적 접근을 하고자 하였다. 교육공학적 접근이 적극 권장되는 교육적 현실과 정규교육과정에서 이를 받아들일만한 시간적 여유가 없음을 감안하여, 교과 내용과 연계된 컴퓨터 교육을 제안하는 바이다. 이에 논리 및 추론 교육은 컴퓨터 교육으로 초등학교의 특기적성 시간이나 정규수업 시간에 이용할 것을 제안한다. 논리와 추론교육을 위해 무엇을 어떻게 가르칠 것인가에 대한 답으로 논리와 추론교육에 적합한 수학적 내용으로 크게 이산수학과 중등 기하의 초등화하여 탐구하도록 하는 내용을, 교육 방법 측면에서는 논리와 추론 교육을 위한 LOGO 기반 마이크로월드를 설계, 이용하여 수학적 사고력을 신장시키고자 한다. 여기까지가 수학적 사고력을 위한 가능성을 모색한 것이라면 후속연구로 이러한 가능성을 실험연구로 검증하고자 한다.

• Journal of Educational Research in Mathematics
• /
• v.27 no.3
• /
• pp.557-580
• /
• 2017

The purpose of this study is developing the manifestation process model of group creativity among mathematically gifted students. Therefore, I designed the manifestation process model of group creativity by researching the existing literatures on group creativity and mathematical creativity. The manifestation process model of group creativity was applied to mathematically gifted students' class. By analyzing students' response, the manifestation process model of group creativity was improved and concretized. In conclusion, the process of a combination of contributions was concretized and the major variables on group creativity such as a diversity, conflict, emotionally supportive environment and social comparison were verified. In addition, some reflective processes was discovered from a case study.

• School Mathematics
• /
• v.9 no.4
• /
• pp.487-506
• /
• 2007

The aims of this study is figure out the characteristics of justification patterns and mathematical representation which are derived from 14 mathematically gifted middle school students in the process of solving the spatial tasks on Archimedean solid. This study shows that mathematically gifted students apply different types of justification such as empirical, or deductive justification and partial or whole justification. It would be necessary to pay attention to the value of informal justification, by comparing the response of student who understood the entire transformation process and provided a reasonable explanation considering all component factors although presenting informal justification and that of student who showed formalization process based on partial analysis. Visual representation plays an valuable role in finding out the Idea of solving the problem and grasping the entire structure of the problem. We found that gifted students tried to create elaborated symbols by consolidating mathematical concepts into symbolic re-presentations and modifying them while gradually developing symbolic representations. This study on justification patterns and mathematical representation of mathematically gifted students dealing with spatial geometry tasks provided an opportunity for understanding their the characteristics of spacial geometrical thinking and expending their thinking.

• Communications of Mathematical Education
• /
• v.37 no.3
• /
• pp.349-368
• /
• 2023

The revised 2022 educational curriculum highlighted the significance of mathematical literacy as a foundational competency that can be cultivated through the learning of various subjects, along with language proficiency and digital literacy. However, due to the lack of a precise definition for mathematical literacy, there exists a challenge in systematically implementing it across all subjects in the educational curriculum. The aim of this study is to clarify the definition of mathematical literacy in the curriculum through a literature review and to analyze the application patterns of mathematical literacy in other subjects so that mathematical literacy can be systematically applied as a basic literacy in Korea's curriculum. To achieve this, the study first clarifies and categorizes the meaning of mathematical literacy through a comparative analysis of terms such as numeracy and mathematical competence via a literature review. Subsequently, the study compares the categories of mathematical literacy identified in both domestic and international educational curricula and analyzes the application of mathematical literacy in the education curriculum of New South Wales (NSW), Australia, where mathematical literacy is reflected in the achievement standards across various subjects. It is expected that understanding each property by subdividing the meaning of mathematical literacy and examining the application modality to the curriculum will help construct a curriculum that reflects mathematical literacy in subjects other than mathematics.

• Journal of the Institute of Electronics Engineers of Korea TE
• /
• v.37 no.4
• /
• pp.47-56
• /
• 2000

Because of the junior college students' learning ability stands on a relatively low level, this research is accomplished to inspire students with further desires, considering students' learning ability and desire. The curriculum of junior college is organized with three parts(electronic communication tool, micro processer, integrated circuit design): the electronic communication tool and micro processer is carried out, and the training for the design skill on semiconductor devices will be focused. The main focus is reflected on the worldwide trend on the design engineering of semiconductor devices and considered for the market establishment on design engineers trained by the lab-oriented practice as well as fundamental of semiconductor technology.

• Proceedings of the Korea Society of Mathematical Education Conference
• /
• 2010.04a
• /
• pp.219-219
• /
• 2010

교육학의 질적 연구는 문헌 연구, 면담 연구, 비참여 관찰 연구, 참여 관찰 연구로 분류한다. 문헌연구에는 내용분석, 철학적 연구, 역사학적 연구, 문학적 비평이 들어가고, 면담연구에는 구술사, 전기, 탐문(探問) 저널리즘 등이 포함되고, 비참여 관찰연구에는 전문적 감정(鑑定), 인간의 종적 특성 연구, 관찰자 연구, 비개입적 행동 연구 등이 포함된다. 마지막으로 참여 관찰연구는 일반적 현장연구, 문화 기술적 연구가 포함된다. 질적 연구는 사람, 사물, 현상의 범주화나 수량화가 가해지기 이전의 상태, 즉 '있는 그대로'의 상태에 최대한 접근하는 방법으로써, 고정관념을 깨고 기존의 이론을 최대한 유보한 채 연구에 임하는 것으로 최근에 발달한 인문사회과학적 연구방법이다. 질적 인식이 자연언어에 주로 의존하는 데 비해 양적 인식은 인공언어에 많이 의존한다. 수식과 도형, 부호등은 대표적인 인공언어이다. 모든 사물이 질과 양의 속성을 다 가지고 있듯이 모든 연구는 질적 과정과 양적 과정을 다 포함하고 있다. 질적이냐, 양적이냐 하는 구분은 연구방법론의 문제인데 연구방법론은 연구논리와 연구기법을 포함한다. 본 연구는 인공언어인 수와 식에만 익숙한 수학교육에서, 질적 연구가 왜 필요한지, 어떤 특성이 있는지 논의함으로써 수학교육의 새로운 방법론을 제시하고자 한다.